Clinical Decision Making in Speech-Language Intervention for Toddlers With Autism and Other Social Communication Delays

2019 ◽  
Vol 4 (2) ◽  
pp. 228-239 ◽  
Author(s):  
Sheri T. Stronach ◽  
Janine L. Schmedding-Bartley
Keyword(s):  
Decision Making ◽  
Young Children ◽  
Continuing Education ◽  
Social Communication ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Language Intervention ◽  
Communication Delays ◽  
Clinical Experiences ◽  
Speech Language Pathologists

Purpose This study investigated current speech-language intervention practices with young children with social communication delays including autism and the educational experiences that shape these practices. Method A 25-item web-based survey was completed by 264 speech-language pathologists who worked with children under the age of 3 years. Results A majority of respondents reported targeting a variety of areas of social communication across daily activities, regularly utilizing the parent as the primary agent, and often providing in-home services; however, a minority of respondents reported only using materials available in families' homes. Previous clinical experiences and continuing education were reported to most influence clinical decision making. Results indicated the incorporation of many aspects of evidence-based naturalistic interventions into practice and the use of continuing education opportunities to expand clinical knowledge. Conclusion Although speech-language pathologists reported promising directions toward recommended best practices, further research and training are needed to optimize services provided to young children and their families.

Benner’s Framework and Clinical Decision-Making in the Critical Care Environment

2016 ◽  
Vol 30 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Kristi J. Stinson
Keyword(s):  
Decision Making ◽  
Critical Care ◽  
Clinical Experience ◽  
Strong Correlation ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Decision Making Process ◽  
Clinical Experiences ◽  
Care Environment ◽  
Decision Making Processes

Completed as part of a larger dissertational study, the purpose of this portion of this descriptive correlational study was to examine the relationships among registered nurses’ clinical experiences and clinical decision-making processes in the critical care environment. The results indicated that there is no strong correlation between clinical experience in general and clinical experience in critical care and clinical decision-making. There were no differences found in any of the Benner stages of clinical experience in relation to the overall clinical decision-making process.

The Influence of Linguistic Bias Upon Speech-Language Pathologists’ Attitudes Toward Clinical Scenarios Involving Nonstandard Dialects of English

2021 ◽  
pp. 1-17
Author(s):  
Catherine Easton ◽  
Sarah Verdon
Keyword(s):  
Decision Making ◽  
Service Provision ◽  
Clinical Decision Making ◽  
Linguistic Diversity ◽  
Clinical Decision ◽  
Assessment Tools ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Clinical Scenarios ◽  
Language Pathology

Purpose Variation within languages, including dialects, takes on an indexical function, marking belonging and connection. Meanwhile, attitudes toward these speech varieties become marked by linguistic bias. Within the speech-language pathology profession, research evidence, assessment tools, and intervention programs have largely been designed for and by the White, English-speaking middle class. As such, linguistic bias with a preference for standardized dialects is prevalent in the training and practice of the speech-language pathology profession, resulting in discriminatory and racialized practices. Method To investigate the influence of linguistic bias upon speech-language pathologists' (SLPs') clinical decision making, data were collected from 129 Australian SLPs via an online survey. Inferential statistics were used to investigate the relationship between clinical decision making and SLPs' attitudes toward nonstandard dialects as well as personal and professional factors. A content analysis of extended responses was conducted to identify themes in clinical decision making. Results SLPs with more years of experience and those who had received professional development were significantly more likely to seek out more information before making a diagnosis, while those with more negative attitudes toward linguistic diversity were significantly more likely to identify a disorder than a difference. SLPs provided a range of justifications for their clinical decision making, but few acknowledged the influence of their own attitudes and bias upon their decision making. Conclusions SLPs' linguistic bias towards speakers of nonstandard dialects has the potential to impact upon their clinical judgment of difference versus disorder and lead to inequality of service provision for speakers who do not express themselves in standardized forms. Before the profession can truly move toward an antiracist approach of equitable service provision for all, SLPs must engage in critical self-reflection to disrupt the adherence of the speech-language pathology profession to standardized “White” norms of communication.

Integrating Evidence-Based Practice in Athletic Training Though Online Learning

2018 ◽  
pp. 5810-5819
Author(s):  
Brittany A. Vorndran ◽  
Michelle Lee D'Abundo
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
Continuing Education ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Evidence Based ◽  
Primary Method

Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of Athletic Training.

Can Didactic Continuing Education Improve Clinical Decision Making and Reduce Cost of Quality? Evidence From a Case Study

2015 ◽  
Vol 35 (2) ◽  
pp. 109-118 ◽  
Author(s):  
Mira Vuković ◽  
Branislav S. Gvozdenović ◽  
Milena Ranković ◽  
Bryan P. McCormick ◽  
Danica D. Vuković ◽  
...  
Keyword(s):  
Decision Making ◽  
Continuing Education ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Cost Of Quality ◽  
Quality Evidence

How To Practice “Undefensively”

2010 ◽  
Vol 15 (2) ◽  
pp. 54-64 ◽  
Author(s):  
Paula Leslie ◽  
Kate Krival
Keyword(s):  
Decision Making ◽  
Best Practice ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Internal Resources ◽  
Language Pathology ◽  
Decision Making Processes

Speech-language pathologists (SLPs) are increasingly challenged by the medical complexities our patients present and gripped by the fear of litigation, if patients decline physically under our care. One response to these pressures may be to practice defensive medical speech-language pathology. We propose that best practice is ethically achieved by deliberately using specific external and internal resources to practice undefensively. We suggest how consideration of these materials and processes will help SLPs ensure evaluation and clinical decision-making processes are as effective, evidence-based, and transparent to patients, caregivers, administrators, and payers as possible.

scholarly journals Children's English Consonant Acquisition in the United States: A Review

2020 ◽  
Vol 29 (4) ◽  
pp. 2155-2169 ◽  
Author(s):  
Kathryn Crowe ◽  
Sharynne McLeod
Keyword(s):  
United States ◽  
Decision Making ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
The United States ◽  
Typically Developing ◽  
Multiple Sources ◽  
Speech Language Pathologists ◽  
Cross Sectional ◽  
Developmental Norms

Purpose Speech-language pathologists' clinical decision making and consideration of eligibility for services rely on quality evidence, including information about consonant acquisition (developmental norms). The purpose of this review article is to describe the typical age and pattern of acquisition of English consonants by children in the United States. Method Data were identified from published journal articles and assessments reporting English consonant acquisition by typically developing children living in the United States. Sources were identified through searching 11 electronic databases, review articles, the Buros database, and contacting experts. Data describing studies, participants, methodology, and age of consonant acquisition were extracted. Results Fifteen studies (six articles and nine assessments) were included, reporting consonant acquisition of 18,907 children acquiring English in the United States. These cross-sectional studies primarily used single-word elicitation. Most consonants were acquired by 5;0 (years;months). The consonants /b, n, m, p, h, w, d/ were acquired by 2;0–2;11; /ɡ, k, f, t, ŋ, j/ were acquired by 3;0–3;11; /v, ʤ, s, ʧ, l, ʃ, z/ were acquired by 4;0–4;11; /ɹ, ð, ʒ/ were acquired by 5;0–5;11; and /θ/ was acquired by 6;0–6;11 (ordered by mean age of acquisition, 90% criterion). Variation was evident across studies resulting from different assessments, criteria, and cohorts of children. Conclusions These findings echo the cross-linguistic findings of McLeod and Crowe (2018) across 27 languages that children had acquired most consonants by 5;0. On average, all plosives, nasals, and glides were acquired by 3;11; all affricates were acquired by 4;11; all liquids were acquired by 5;11; and all fricatives were acquired by 6;11 (90% criterion). As speech-language pathologists apply this information to clinical decision making and eligibility decisions, synthesis of knowledge from multiple sources is recommended.

Integrating Evidence-Based Practice in Athletic Training Though Online Learning

2019 ◽  
pp. 316-326
Author(s):  
Brittany A. Vorndran ◽  
Michelle Lee D'Abundo
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
Continuing Education ◽  
Athletic Training ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Evidence Based ◽  
Primary Method

Evidence-based practice (EBP) involves a healthcare professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed 10 of their 50 continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP. Online learning will be reviewed as the primary method of diffusing EBP into the profession of athletic training.

Integrating Evidence-Based Practice in Athletic Training

2017 ◽  
pp. 1368-1378
Author(s):  
Brittany A. Vorndran ◽  
Michelle Lee D'Abundo
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Continuing Education ◽  
Athletic Training ◽  
Health Care Professional ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Athletic Trainers ◽  
Clinical Decision ◽  
Evidence Based

Evidence-based practice (EBP) involves a health care professional using his or her own knowledge, the current research published, and the needs of the patient to make the best clinical decision. This has been a hot topic in many different branches of healthcare and recently athletic trainers have begun to embrace its importance. In December of 2015, athletic trainers (ATs) will need to have completed ten of their fifty continuing education units (CEUs) in EBP to maintain certification. While ATs recognize the significance of implementing EBP into clinical decision making, there are many barriers slowing the change. This chapter includes information about how EBP is currently being used by athletic training clinicians and educators, the barriers ATs perceive to using EBP, the importance of using EBP, and managing the transition needed to successfully adopt the use of EBP.

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